exam prep and smart “student” strategies! summative...

Exam Prep and Smart “Student” Strategies! Summative Assessment for Learning Strategies

As there is no exam for this class, the summative MUST be completed IN FULL to earn the credit, regardless of your mark. This summative has three parts. Part A requires you to complete 2 tasks to help you prepare for exams. Part A is due on Jan 10th and is worth 10% Part B requires you to create a written “action plan”. Part B is due in on Jan 16th and is worth 10% Part C requires you to assess yourself according to the curriculum strands of our course (these strands include learning skills, personal knowledge and management skills, interpersonal knowledge and skills, exploration of opportunities and preparation for transitions and change for Grade 11/12). Part C is due in on Jan 23rd and is worth 10%

Part A: Exam Prep - You must complete TWO (2) of the following 6 tasks. It is your choice which you choose to complete. Each task though MUST cover the entire course material for ONE of your classes. This summative should not be adding to your work-load but rather supporting you in your ability to study for one of your other courses.

TASK 1: Create study notes This task requires you to create a set of study notes that will cover the entire course material for one of your classes. You need to make a ONE PAGE summary of EACH unit for the entire course. Include definitions, diagrams, and concepts that you will need to remember for the exam. In total, you will probably have 4-6 pages of study notes. TASK 2: Write your own practice exam For this task, you will create a “practice exam” for your course. It must cover all of the units and have a variety of question types (ex multiple choice, fill in the blanks, etc). You also need to include answers. It should be the length of a typical exam (4-6 legal sized pages).

GLE Summative January 2017

TASK 3: Chunk it out and study For this task, you will plan out (and complete) your studying for the month of January by breaking the material into smaller, more manageable sections (chunks). You will need to print off a calendar for the month of January. First, on a separate piece of paper, make a list of all of the topics covered in the course. Next, you will need to decide on a timeline for your studying. Lastly, you will need to assign certain sections (chunks) of material to different dates/times that you will study. This plan should be indicated in detail on your calendar. As you study, you will need to track what you do on a log, similar to this one:

DATE TASK COMPLETED

June 8, 2014 Reviewed mitosis and meiosis

June 9, 2014 Reviewed diagrams and functions of both plant and animal cells

June 10, 2014 Reviewed periodic table and Bohr-Rutherford diagrams

AND SO ON!

To complete this task, you will need to hand in both your calendar and the log. TASK 4: Mind Maps Your task is to create a one-page mind map/web for each unit of the course. You will need to put the topic of the unit in the centre of the map and connect the concepts that were covered in a web around the outside. You may use Smart Ideas or you can draw the web by hand. The webs should be DETAILED and complex.

TASK 5: Flash Cards Create a set of 50 flash cards (yes, 50) that cover course material for one of your exams. The questions should be more in depth than true/false or yes/no and should include sufficient detail. You can use these flashcards to review on your own and/or with a friend.

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TASK 6: Stop-Light

Using three different color stickies/highlighters, indicate for each concept of the course whether you know it really well, somewhat well or not very well. Next, you will need to create a log indicating what topics have red or yellow stickies. The log should show when you reviewed the red stickies and when/if you feel they should be moved to yellow stickies. Then you should be doing the same for the yellow stickies (and moving them to green hopefully). For this task, you

will need to show your teacher both your notes/textbooks with (hopefully!) all green stickies on it and your sticker log.

Red Stickers Reviewed Section on the following dates

Became “Yellow: on... Became “Green” on ψ

Diff between biotic and abiotic (notes Feb 4)

June 1, 3, 4, 7, 8 June 4 June 8

Parts of photosynthesis (txt pg. 20)

June 2, 5, 7 June 5 June 7

Yellow stickers Reviewed Section on the following dates

Became “Green” on ψ

Definition of ecology (txt pg. 11)

June 7, 8, 10 June 10

Def of ecosystem (notes Feb 2) June 7, 8 June 8

Def of photosynthesis (txt pg 20)

June 7 June 7

** Notice that the yellow was reviewed AFTER the red was moved to yellow (study the most difficult first!). Then once it became green, the student stopped reviewing it. (It will all be reviewed before the exam if time)

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Grade 9/10 Rubric for Part A

Level 4 Level 3 Level 2 Level 1 or R

Identify and use a variety of reading skills and strategies to improve understanding of texts (LS1)

Student demonstrates a variety of reading skills and strategies to improve understanding of texts with a high degree of success (as shown through student’s ability to prepare for his/her exam prep)

Student demonstrates a variety of reading skills and strategies to improve understanding of texts with success

(as shown through student’s ability to prepare for his/her exam prep)

Student demonstrates a variety of reading skills and strategies to improve understanding of texts with some degree of success


Student demonstrates few reading skills and strategies to improve understanding of texts.


Demonstrate effective use of study skills and test-preparation strategies (LS3)

Student demonstrates highly effective use of study skills and test-preparation strategies

Student demonstrates effective use of study skills and test-preparation strategies

Student demonstrates somewhat effective use of study skills and test-preparation strategies

Student demonstrates use of study skills and test-preparation strategies with little or no effectiveness

Uses personal management skills to improve learning (PM3)

Student demonstrates a variety of personal management skills (4 or more) (ie. prioritizing, time management, organizational skills, taking initiative, working independently, etc) in completing his/her exam preparation

Student demonstrates some (3) personal management skills (ie. prioritizing, time management, organizational skills, taking initiative, working independently, etc) in completing his/her exam preparation

Student demonstrates a few (2) personal management skills (ie. prioritizing, time management, organizational skills, taking initiative, working independently, etc) in completing his/her exam preparation

Student demonstrates 1 or no personal management skills (ie. prioritizing, time management, organizational skills, taking initiative, working independently, etc) in completing his/her exam preparation

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Grade 11/12 Rubric for Part A:


LS1 - demonstrate the ability to adapt their study techniques and test-taking strategies to suit different subjects and testing formats (e.g., essay, multiple choice, open book, oral).

Student demonstrates highly effective use of study skills and test-preparation strategies

Student demonstrates effective use of study skills and test-preparation strategies

Student demonstrates somewhat effective use of study skills and test-preparation strategies

Student demonstrates use of study skills and test-preparation strategies with little or no effectiveness

LS2 - identify and apply appropriate reading skills and strategies to acquire and evaluate information from a variety of written materials;

Student demonstrates a variety of reading skills and strategies to acquire and evaluate information with a high degree of success


Student demonstrates a variety of reading skills and strategies to acquire and evaluate information with success


Student demonstrates a some reading skills and strategies to acquire and evaluate information with some degree of success


Student demonstrates some of reading skills and strategies to acquire and evaluate information with little or no success


PM1 - demonstrate effective use of strategies for improving their personal-management skills

Student demonstrates a variety of personal management skills (4 or more) (ie. prioritizing, time management, organizational skills, taking initiative, working independently, etc) in completing his/her exam preparation

Student demonstrates some (3) personal management skills (ie. prioritizing, time management, organizational skills, taking initiative, working independently, etc) in completing his/her exam preparation

Student demonstrates a few (2) personal management skills (ie. prioritizing, time management, organizational skills, taking initiative, working independently, etc) in completing his/her exam preparation

Student demonstrates 1 or no personal management skills (ie. prioritizing, time management, organizational skills, taking initiative, working independently, etc) in completing his/her exam preparation

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Part B - the Action Plan for Future Learning: You will complete a 1 - 2 page TYPED reflection (minimum of 250 words) that will assess your strengths and challenges as a student, what you have improved on, how you will continue to improve, where you can get help if you ever need it, and other areas. You MUST base your reflection on the rubric - be sure to address each of the areas found in the rubric for your Grade level. Happy Reflecting!

Looking at the rubric, Grade 9 and 10 reflections must:

● Use good conventions of writing (transitions, spelling, grammar, coherent sentences) ● Identify school and community resources that can support you in your learning (this

supports two curriculum expectations so do it well!) ● Identify your strengths as a student and make a connection between how that strength

leads to success. ● Identify areas of improvement and how you can strive to improve in those areas

Looking at the rubric, Grade 11 and 12 students must:

● Use good conventions of writing (transitions, spelling, grammar, coherent sentences) ● Identify challenges that you have had and give ways of overcoming these challenges

(this supports 3 curriculum expectations so do it well!) ● Identify school and community resources that can support you in your learning ● Identify transitions that have happened or will happen in your learning (ie. Grade to

Grade, High school to postsecondary, etc) and how to successfully maneuver them

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Part B Rubric for Grade 9 and Grade 10:


LS1: Student uses an appropriate form of writing

Student writes very well. The reflection is planned out, it flows well due to appropriate transitions, all grammar and spelling is correct and sentences are clear, coherent and effective.

Student writes well. Errors of spelling, punctuation, word choice may be present but aren’t intrusive. It still reads as a well planned out piece of writing.

Errors of writing are frequent and noticeable.

The reflection is poorly written because it is not well-thought out, is not very reflective as their term in learning strategies or has numerous grammatical/spelling errors.

LS3: – identify school and community resource and explain how they can be used to support their learning needs EO2: – identify school and community resources available to support learning, and explain how they can be accessed;

Student identifies more than 3 school and community resources available to support learning and explains in detail how they can be accessed.

Student identifies 3 school and community resources available to support learning and explains how they can be accessed.

Student identifies 2 school and community resources available to support learning


PM1: create a personal profile of their competencies and interests

Student is able to identify more than 3 strengths and/or interests that contributes to their success in school. Student clearly indicates a connection between each strength/interest and success.

Student is able to identify 3 strengths and/or interests that contributes to their success in school. Student indicates a connection between each strength and success.

Student is able to identify 2 strengths and/or interests that contributes to their success in school.

Student is able to identify 1 strength and/or interest that contributes to their success in school.

EO1– create a learning plan that is based on identified learning strengths, challenges, needs, goals, and strategies for success in secondary school.

Student is able to reflect thoughtfully on areas that they need to improve on in order to become a stronger student. The student is able to give multiple, appropriate and specific strategies on how they can improve in these areas.

Student is able to reflect on areas that they need to improve on in order to become a stronger student. The student is able to give several appropriate and specific strategies on how they can improve in these areas.

Student is able to reflect on a few areas that they need to improve on in order to become a stronger student. The student is able to give one or two appropriate and specific strategies on how they can improve in these areas.

Student reflection gives very little specific strategies on how they can improve in school.

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Part B Rubric for Grades 11 and 12:


LS2: apply a variety of skills and strategies to improve their writing for various audiences and purposes

Student writes very well. The reflection is planned out, it flows well due to appropriate transitions, all grammar and spelling is correct and sentences are clear, coherent and effective.

Student writes well. Errors of spelling, punctuation, word choice may be present but aren’t intrusive. It still reads as a well planned out piece of writing.

Errors of writing are frequent and noticeable.

The reflection is poorly written because it is not well-thought out, is not very reflective as their term in learning strategies or has numerous grammatical/ spelling errors.

LS3: – identify difficulties and/or challenges they have experienced in educational settings and explain how they could improve in these areas PM1: –demonstrate effective use of strategies for improving their personal-management skills PM2: – identify and describe personal factors that can negatively affect their learning and thinking

Student is able to reflect thoughtfully on difficulties/challenges they have had in school. The student is able to give multiple, appropriate and specific strategies on how they can improve in these areas.

Student is able to reflect on difficulties/challenges they have had in school. The student is able to give several appropriate and specific strategies on how they can improve in these areas.

Student is able to reflect on a few difficulties/ challenges The student is able to give one or two. appropriate and specific strategies on how they can improve in these areas.

Student reflection gives very little specific strategies on difficulties they have had or strategies they can use to improve in school.

PM3: – identify resources to maximize success in school

Student identifies more than 3 school and community resources available to support learning and explains in detail how they can be accessed.

Student identifies 3 school and community resources available to support learning and explains how they can be accessed.



T/C1: – analyse ways of thinking and behaving that support successful adjustments to new situations and environments

Student is able to reflect on past transitions and can identify 3 or more things that help support a successful transition whether it be a transition to a new Grade, to a post-secondary program or to the

Student is able to reflect on past transitions and can identify 2 things that help support a successful transition whether it be a transition to a new Grade, to a post-secondary program or to the

Student is not able to reflect on past transitions and can only identify 1 thing that helps support a successful transition whether it be a transition to a new Grade, to a post-secondary program or to the

Student is not able to reflect on past transitions and can only vaguely identify 1 thing that helps support a successful transition whether it be a transition to a new Grade, to a post-secondary

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world of work. world of work. world of work. program or to the world of work.

Part C: Learning Skills Assessment - You will give yourself a Level 1, 2, 3 or 4 on all curriculum expectations for this course. If you believe that you deserve a Level 3 or 4, you must give specific, well-thought out examples or explanations of why you should get such a glowing mark!

How do I determine the appropriate Level?

Self-assess from Level 1 to 4 where you are in the following daily skills in this classroom. Level 4 means you do/use this skill everyday in this class without teacher support/push. Level 3 means you are doing/using the skill most days. Level 2 means you are using the strategy/skill on some days Level 1 means you are rarely using the skill OR only using it if pushed by the teacher. If you give yourself a Level 3 or 4, you must use the third column to explain why you think you are a Level 3 or 4 student in this skill/strategy (an example of a time you used the skill would be a good explanation)

Make sure you fill in the Learning Skills Assessment for YOUR GRADE!

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Learning Skills Assessment for Grades 9 AND 10 Page 1

Skill Student

Level Student Explanation of How they use the skill (only needed for Level 3 or 4)

Teacher Level

LS1 - I use a variety of strategies to understand what I am reading, whether it be instructions or a story for English. I don’t give up just because I don’t understand the written text right away.

Be specific - what reading strategies do you use?

LS 2 - I can use a variety of numeracy skills and strategies to understand/complete Math AND numeracy in other areas of my life

Be specific - how and where do you use Math in everyday life? And/or what numeracy skills have you learned to complete your current Math course?

LS 3 - I demonstrate effective use of study skills in this class

Be specific with how you study and what skills you use to be successful in your courses.

PM1 - I understand my learning style and I use this to demonstrate my learning and to study effectively

Be specific - What is your learning style (we did an assignment on this!!)? And how do you use this knowledge to make studying easier?

PM 2 - I am on time every day and in class every day

Be specific - How does this affect learning performance?

PM 3 -I am able to prioritize my tasks in room 314 so that work from other classes is done in a timely manner. I ask for help rather than leaving difficult tasks undone or leaving them to last. I am able to also complete my assignments for 314.

Be specific - Discuss what you have been able to accomplish in room 314 and how you have used our support.

IK 1 - I use positive teamwork skills in this classroom (ie. sharing ideas, offering suggestions, conflict resolution, positive interaction with peers and teacher)

Give specific examples.

IK 2 - I am respectful of my classmates and adults in the room

Give specific examples of how being respectful supports your learning.

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IK 3- I use appropriate interpersonal skills (ie. encouraging others, following instructions, accepting help, asking for help, remaining focused) to maximize learning.

Give specific examples.

EO 1- I use my understanding of what it takes to be successful to develop a pathway that works for me. I am using my time in room 314 to develop employability skills.

Be specific - discuss how you are developing employability skills.

EO 2 - I use the resources that are available to me (room 314, the laptops, extra help rooms, etc)

Be specific - what resources do you use, when do you use them. (Being part of this class is one resource that you choose to use so that is certainly in your favor but do you use anything outside of this time? If not, be very specific in how you use the resources - human and not - while you are here).

EO 3 - I am developing and/or firming up my understanding of graduation and what I need to be successful

How can you ensure you graduate on time - BE SPECIFIC. Please don’t say by getting your credits! How does that happen? What do you need to change/continue to do?

End of Learning Skills Assessment for Grades 9 AND 10

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Learning Skills Assessment for Grades 11 AND 12

Skill Student Level

Student Explanation of How they use the skill (only needed for Level 3 or 4)

Teacher Level

LS 1 - I use a variety of strategies to improve my concentration and to minimize distractions. I also can use a variety of study techniques depending on the subject/test format

Give specific examples!

LS 2 - I use a variety of strategies to understand what I am reading, whether it be instructions or a story for English. I don’t give up just because I don’t understand the written text right away.

Be specific - what reading strategies do you use?

LS 3 - I demonstrate effective use of different strategies (self-advocacy, use of resources, asking for help) to maximize my learning.

Be specific - discuss the strategies you use, how you use them, when, etc

PM 1 - I am on time every day and in class every day

Discuss - How does this affect learning performance?

PM 2 -I can identify when personal factors are negatively affecting my learning and thinking and I have strategies to deal with those times.

Be specific! What things make it difficult to learn and what do you do when that happens?

PM 3- I use appropriate interpersonal skills (ie. encouraging others, following instructions, accepting help, asking for help, remaining focused, positive interaction with my peers) to maximize learning.

Be Specific!

EO 1 - I know what my transferable and essential skills are and how I can use them to find work and do well in my classes

Give specific examples of these skills and how they can be used in different areas of work/subjects.

EO 2 –I know what knowledge, talents, and skills I require to be successful in the occupations that I might want to pursue, and I also know the education/training routes that prepare people for these occupations

Be specific - what do you need to be successful in your chosen career? And do you have those skills (give examples!) and if not, how do you get them?

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EO 3 - I use the resources (room 314, the laptops, extra help rooms, etc) well

Be specific - what resources do you use, when do you use them. (Being part of this class is one resource that you choose to use so that is certainly in your favor but do you use anything outside of this time? If not, be very specific in how you use the resources - human and not - while you are here).

TC 1- I demonstrate effective use of transition strategies (ie. managing stress, time, change, becoming familiar with anything new)

Be specific! What strategies have you used and when?

TC 2 - I can demonstrate the skills and strategies needed to prepare for the work search process

Be specific! - What skills/strategies have you learned/used that can help while looking for a job? (Think resume, interview skills, interpersonal skills, etc)

TC 3 - I have a plan that addresses my learning and career goals, including the steps that I can take to help make a successful transition to my selected postsecondary destination

Be specific! What is your plan? Have you taken appropriate courses? Have you researched any postsecondary options and what resources they have to support you?

End of Learning Skills Assessment for Grades 11 AND 12

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FAQs What do I do if I don’t have an exam? Lucky you! You will inevitably have an exam at some point in your future – so you still need to learn how to prepare for one. You will still complete the same activities. I’ve already taken this course and did this summative last year. Practice makes perfect! You already have practice preparing for an exam – this is an opportunity to further hone your skills. The material that you are studying is different. Your answers for part B should also have changed as you have grown and developed your study skills. How and when will I be marked? During the last week of class, you will have a meeting with your teacher to show them what you have accomplished. You will be able to keep the materials you created so that you can use them for studying further for your exam.

Good Luck!

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